Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-07-31T12:45:00Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Dissert_Lucíola-BC.pdf: 4856224 bytes, checksum: c452a301922bc63997f707ccf112fcef (MD5) / Made available in DSpace on 2017-07-31T12:45:00Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Dissert_Lucíola-BC.pdf: 4856224 bytes, checksum: c452a301922bc63997f707ccf112fcef (MD5) Previous issue date: 2016-05-20 / No contexto da popularização de imagens íntimas em aplicativos de fácil captura e manipulação na atualidade, tal qual o Instagram, é impossível não observar a explosão de perfis imagéticos voltados para a publicização da vida cotidiana. O desejo de ser observado naturaliza o registro e transformação de si e do corpo como vestígios de uma consciência presente no tempo e espaço. Nota-se o surgimento de um novo tipo de fotógrafo que atrai e sente-se atraído por determinadas temáticas que se repetem em aglutinações de fotografias, formando grupos autônomos e comunidades independentes, interligadas por associação de afetos que se entrecruzam. Entretanto, determinados símbolos concebidos dentro desses aplicativos apresentam-se como repetições de elementos que sempre estiveram presentes no imaginário de produção iconográfica compartilhada pelo homem, em períodos anteriores à digitalização, e que transportam uma dinâmica que pensamento que perpassa os séculos em diferentes suportes. A persistência dessas subjetividades como forma de comunicação produz constelações visuais presentes desde a época dos registros de Chauvet-Pont-D’arc, passando pelo Atlas Mnemosine de Aby Warburg, remanescendo na época dos Novos Olimpianos da cultura de massa do século XX e que continuam enquanto materialização do desejo de permanência do “eu”, expresso nos autorretratos do rosto e do próprio corpo, publicados diariamente na contemporaneidade. / In the context of popularization of intimate images in easy photograph capture and manipulation nowadays, using some applications like Instagram, it is impossible not to notice the explosion of profiles that search for the popularization of everyday life in images. The desire to be observed by others naturalizes the registration of self and body as traces of an awareness self presence in time and space. It’s visible the emergence of a new type of photographer that attracts and is attracted by certain themes that are repeated in associated photographs, forming some autonomous groups and independent communities, linked by association affects connected by themselves. However, certain symbols designed within these applications appear as repetitions of elements that have always been present in the shared iconographic and imaginary production made by men, in periods prior to digital era, and carrying a way of think that is always running through the centuries in different types of media. The persistence of these subjectivities as communication produces some sorter of visual constellations, which always have been present, since from the time of Chauvet-Pont-d'Arc paintings, through by Aby Warburg’s Atlas Mnemosyne, having remained until the time of the twentieth-century mass culture’s “New Olympians” and continue as a materialization of the immortality desire, expressed on self-portraits and body pictures, published daily in the contemporary world.

While beauty brands are often known to set industry trends, the consumers pave the way forbranding communications on social media. Companies have adapted their marketing strategies tobuild interactivity into their branding outreach. Therefore, this study answers the question, “Howdo beauty brands utilize consumer posts to convey branding messages?” To answer this, acontent analysis was performed using two sets of data: brand posts (n=314) from July 2019 andJanuary 2020, and consumer posts (n=100) which tagged the beauty brands. Using consumerculture theory, the study examines several themes, including branding messages, consumerengagement, and brand authenticity. Results reveal that beauty brands typically use consumerproducedcontent to convey experiential or user-centered branding messages, while companyproducedcontent most often includes informative and emotional messages. Further discussed isthe inclusion of Calls-to-Action (CTAs) which brands use to encourage user engagement. Thisstudy found a significant correlation between posts with CTAs and increased numbers in Likesand comments; however, these numbers are often misleading and represent manufacturedengagement. At the same time, users were found to engage more with the brands whenincentives or self-promotion opportunities were available.

L’accélération des changements techniques et l’intégration des TIC dans la vie quotidienne renouvellent la problématique de la formation à l’ère du numérique. Il est largement admis aujourd’hui que les technologies transforment les pratiques sociales à un rythme exponentiel, mais il est cependant moins reconnu que ce sont les personnes elles-mêmes qui façonnent les usages en fonction de leurs goûts ou leurs intérêts. Or la logique de l’usager et les pratiques de détournement des outils techniques confirment cette place centrale de l’acteur dans l’exploitation finale des ressources (Perriault, 2008). Parallèlement un mouvement de recherche dévoile le fait que les personnes n’apprennent pas que dans les lieux formels de formation (Brougère & Ulmann, 2010 ; Carre & Charbonnier, 2003). Ces mutations ouvrent des perspectives de transformation radicale des pratiques d’apprentissage qui nous ont amenée à réfléchir à la question centrale des usages des ressources numériques chez les jeunes en partant du « comment » des usages (De Certeau, 1980 ; Perriault, 1989 ; Proulx, 2005) pour essayer de comprendre le « pourquoi » des pratiques (Lahire, 2012). Notre recherche utilise le principe de la triangulation des méthodes : une première démarche de nature web documentaire a permis d'établir une synthèse du rapport des jeunes au numérique. La seconde, qualitative, menée auprès de 12 jeunes de 15, 20 et 25 ans, nous a permis d’établir, des portraits numériques et de les confronter à l’observation de pratiques : recherche sur le web, Serious Game, module e-Learning et jeu vidéo. La troisième démarche, quantitative, repose sur deux études conduites à partir de questionnaires numériques. L’un a réuni un corpus de 845 répondants de 15 à 78 ans, de toutes origines sociales et l’autre, 51 jeunes de 18 à 24 ans sortis du système éducatif intégrés dans des Ecoles de la deuxième chance. Les conclusions de ce travail de recherche portent sur le rôle des contextes numériques familiaux, des dynamiques personnelles d’usage et des pratiques d’autoformation numérique, dans l’essor de conduites d’apprenance tout au long de la vie. / The acceleration of technical change and integration of information and communication technologies in everyday life renew the issue of learning and training in the digital age. Although it is now widely accepted that technology is changing social practice at an exponential rate, it is less known that the people themselves play an essential role in shaping the uses of such tools according to their tastes or interests. However the notion of “user’s logic” and practices of diverting technological tools from their original purpose both confirm the actor’s essential role in the final use of the resource (Perriault, 2008). Simultaneously, a consistent research trend on both sides of the Atlantic confirms that people do not learn only in formal training situations (Brougère & Ulmann, 2010 ; Carre & Charbonnier, 2003). These changes provide opportunities for a radical transformation of training and learning practice that led us to investigate the central question of the uses of digital resources among young people by starting with the "how" of uses (De Certeau, 1980 ; Perriault, 1989 et Proulx, 2005) in order to understand the “why” of social practice (Lahire, 2012). Our research uses the principle of methodological triangulation: first, a web-based documentary search allowed us to draw an initial picture of young people’s relation to digital resources. The second, qualitative enquiry was conducted with 12 young people of 15, 20 and 25 years of age. It has enabled us to establish “digital portraits” and link them to the observation of actual practice, using 4 artifacts (web search, serious game, e-learning program and digital game). The third approach was based on two quantitative studies conducted with Internet-based questionnaires. The first study gathered a corpus of 845 people from 15 to 78 years from all social backgrounds and the second, a group of 51 underprivileged respondents from 18 to 24 years of age, enrolled in “Second Chance Schools”. The findings of this research underline the role of family contexts with regard to technology, the personal dynamics of digital uses and the growing importance of digital self-directed learning in promoting learning readiness in today’s society.

<p>The area of research that was investigated for this study is self-harm, which is also known as non-suicidal self-injury (NSSI). NSSI can be defined as self-injury with no intention of dying. Examples of NSSI are the cutting of one’s skin or banging one’s head against the wall to the point of bruising. Digital self-harm (DSH) can be defined as cyberbullying directed at oneself. DSH is an area within NSSI and self-harm that has not been extensively studied. However, its consequences have already been fatal; in 2013, a 14-year-old suicide in the United Kingdom was linked to DSH. In this case, DSH manifested itself by masking as cyberbullying, when instead it was the individual themselves who was behind the malicious comments. Research shows that there are several risk factors for NSSI, one of which includes borderline personality disorder (BPD). BPD is a type of personality disorder that consists of impulsive and volatile mood. A high percentage of individuals diagnosed with BPD have been found to engage in NSSI. The current study conducted an anonymous Internet survey that measured the following variables: engagement in NSSI, engagement in DSH, what types of NSSI/DSH were engaged in, personality traits, and interpersonal/intrapersonal functions for engaging in NSSI or DSH. The study revealed that among freshmen at a large, Midwestern university (<i>N</i> = 112), individuals who engaged in NSSI were significantly more likely to engage in DSH. The sample included 61 (55%) of students who self-reported engaging in NSSI and 17 (15%) of students who reported engaging in DSH. However, the study did not find that all BPD personality traits correlated with individuals who engaged in DSH. Personality facets and functioning were similar among DSH and NSSI. Differences were found in levels of reinforcement function between individuals who engaged in DSH and NSSI. These results suggested a relationship between DSH behavior and BPD features, as well as the use of maladaptive strategies for self-regulating emotion. The authors conclude that future research should investigate different types of DSH and encourages clinical practitioners to include online behavior questionnaires in their evaluations of at-risk adolescents.</p>

What lies beneath the surface of modern day interfaces? And what are the consequences of sharing our digital self with companies in exchange for free services? We report on a study of smartphone users in Sweden where behaviours and reactions are assessed from a critical viewpoint using the suggested method “Clear the palace”. Users express concerns regarding management of the digital self as well as showing awareness of the limitations within personalization as a result of data mining. Strategies to limit mobile overuse are discussed. The analysis is based on; Shklovski’s notions privacy paradox and creepiness and Pierce’s framework of undesigning technology. Clear the Palace as a methodology is assessed aswell as societal implications of data mining are problematized. / Vad pågår under ytan av moderna gränssnitt? Och vad är konsekvenserna av att vi delar våra digitala jag med företag i utbyte mot gratis tjänster? Vi redogör för en studie av mobilanvändare i Sverige där beteenden och reaktioner studeras ur ett kritiskt perspektiv med metoden “Röj palatset”. Användare uttrycker oro gällande hanteringen av det digitala jaget och uppvisar medvetenhet angående begränsningarna av personalisering som en följd av data mining. Strategier för att begränsa överanvändning av smartmobiler diskuteras. Analysen baseras på; Privacy Paradox, Leakiness/Creepiness enligt Shklovski och Pierce ramverk Undesigning Technology. Röj palatset som metod utvärderas och implikationer av data mining för samhället problematiseras.

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In recent years many people have built Personal Assistant Agents, Information Agents and the like, and have simply added them to the operating system as auxiliary applications, without regard to architecture. This thesis argues that an agent architecture, one designed as a sophisticated representation of an individual user, should be embedded deep in the device system software, with at least equal status to the GUI – the graphical user interface. A sophisticated model of the user is then built, drawing upon contemporary Analytical Psychology – the Psychology of Subselves. The Shadowboard Agent architecture is then built upon that user model, drawing both structural and computational implications from the underlying psychology. An XML DTD file named Shadowboard.dtd is declared as a practical manifestation of the semantics of Shadowboard. An implementation of the Shadowboard system is mapped out, via a planned conversion of two existing integrated systems: SlimWinX, an event-driven GUI system; and XSpaces, an object-oriented tuplespace system with Blackboard-like features. The decision making mechanism passes logic terms and contraints between the various sub-agent components (some of which take on the role of Constraint Solvers), giving this agent system some characteristics of a Generalised Constraint Solver. A Shadowboard agent (built using the system) consists of a central controlling autonomous agent named the Aware Ego Agent, and any number of sub-agents, which collectively form an integrated but singular whole agent modelled on the user called the Digital Self. One such whole-agent is defined in a file named DigitalSelf.xml – which conforms to the schema in Shadowboard.dtd - which offers a comprehensive and generic representation of a user’s stance in a 24x7 network, in particular - the Internet. Numerous types of Shadowboard sub-agents are declared.

Face aux effets de la révolution numérique, les organisations évoluent afin de proposer de nouveaux services à leurs clients, partenaires, fournisseurs et salariés (banque en ligne,données dématérialisées, espaces virtuels,…). De nouveaux modes de travail voient le jour, favorisant le nomadisme (travail à domicile ou à distance dans des salles connectées), la gestion de projets transverses et internationaux (outils et supports de communication) et la formation e-learning ou blended (alternant présentiel et distanciel). Du fait de ces transformations digitales, les formateurs d’entreprise - internes à l’organisation ou travaillant en prestation - se voient contraints de se professionnaliser à la formation numérique et de s’inscrire dans des diversités de fonctions (chef de projet, concepteur, ingénieur pédagogique,…). Cette thèse interroge la professionnalisation des formateurs au numérique à travers les opportunités d’apprentissages qu’ils identifient dans leurs environnements(formatif, organisationnel et professionnel) et des stratégies d’apprentissages qu’ils développement en regard. La problématique porte sur les apprentissages organisationnels et sociaux au sein des environnements de travail. Une étude de cas de formateurs issus de différentes organisations participant à une même formation certifiante à la « e-formation », choisie pour sa représentativité, présente les stratégies d’apprentissages déployées par les formateurs.Cette thèse défend l’idée d’une auto-professionnalisation des formateurs au numérique dans la construction d’écosystèmes d’apprentissages, au regard d’une culture d’entreprise (notamment « apprenante ») qu’ils perçoivent au sein de leurs organisations. / Facing the effects of the digital revolution, organizations are evolving to offer new services to their customers, partners, suppliers and employees (online banking, dematerialized data, virtual spaces, etc.). New ways of working are emerging, favoring nomadism (working from home or remotely in connected rooms), managing transversal and international projects (tools and communication media) and e-learning or blended learning (alternation of face-to-face and online training). As a result of these digital transformations, the company trainers - internal to the organization or working in delivery - are forced to professionalize in digital training and enroll in various functions (project manager, designer, educational engineer, ...). This thesis questions the professionalization of digital trainers through the learning opportunities they identify in their environments (training, organizational and professional) and the learning strategies they are developing. The issue is about organizational and social learning in work environments. A case study of trainers from different organizations participating in the same "e-training" certification course, chosen for its representativeness, presents the learning strategies deployed by the trainers.This thesis defends the idea of a self-professionalization of digital trainers in the construction of learning ecosystems, in the light of a corporate culture (especially "learning") that they perceive within their organizations .

Every day, we use technology. Online interactions leave traces and traces serves as portals into different aspects of our personalities, or how we want to be perceived by others. We are encouraged to record and express everything, from our most important moments to the least. However, the digital tools we use privilege only the moment, not the long term. They also tend to make everything feel equally important, thus giving us no incentive to go through our digital traces and decide what has lasting meaning and should be preserved and what we would like to be forgotten.The fabric of our lives is intertwined with our digital traces. What happens to them after the end of our lives? Just as our physical things live on past us, sometimes becoming a part of the lives of our family and friends this will surely be true for our data.How might we curate our digital legacy?